Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

The range of psychological problems which are encountered by educational and developmental psychologists requires a range of intervention responses. You need to be able to plan design, evaluate and implement a variety of prevention and intervention programmes that are based on empirically supported evidence. In addition, you require an understanding of systems such as families, schools and organisations if you are to apply interventions successfully within those systems.

Aims

This unit aims to equip you with a range of applied strategies for evidence-based prevention and intervention within educational and developmental contexts. Practical skills need to be founded on a deep conceptual understanding of the links between assessment and intervention. Your ability to extract core principles of intervention and to apply them to different populations and contexts will be fostered.

Objectives

On completion of this unit, you should be able to:

1. display an understanding of the principles and processes of evidence-based developmental and educational prevention and intervention;

2. describe a range of intervention methods such as functional analysis, cognitive behaviour therapy and expressive therapies;

3. display the ability to evaluate a range of established intervention programmes, extracting core principles and applying them to different populations;

4. Implement and design appropriate interventions for psychological problems in areas such as social skills, behaviour, parenting, anxiety, grief and loss, substance abuse, anger management; and

5. show an understanding of the systematic factors involved in working with groups such as families, schools and human services.

Professional Attributes

Successful completion of this unit will enable you to meet the Queensland Psychologists Board requirement for demonstration of basic competence in:
1. knowledge of the discipline including the theoretical foundations and methods of prevention and intervention; (Objectives 1-5)

2. ntervention strategies; (Objective 3 & 4)

3. capacity to evaluate research critically and communicate information to others; (Objectives 1, 3 & 5) and,

4. understanding of ethical, legal and professional issues that arise in relation to intervention. (Objective 5)

Graduate Capabilities

Successful completion of this unit will contribute to your ability to:

1. access and evaluate information relevant to prevention and intervention; (Objectives 2, & 3)

2. use theoretical knowledge and research findings to understand intervention issues; (Objectives 3, 4 & 5)

3. develop proficiency in various types of intervention; (Objectives 3 & 4) and,

4. communicate effectively in both written and oral form with a wide range of audiences (Objective 5)

Content

This unit focuses on educational and developmental prevention and intervention strategies that are derived from methods such as functional analysis, cognitive behaviour therapy and expressive therapies. Within a developmental framework that stresses individual differences and contextual influences, the focus is on interventions that are timely in the sense of being offered early in the pathway or at optimum points such as times of transition. The emphasis will be on developing your ability to understand core principles of intervention and to critically evaluate the evidence base for specific interventions. A range of evidence based interventions will be examined and you will be encouraged to focus on core components that can be adapted for different populations and applied in varied contexts. Effective implementation of interventions will be promoted through a range of learning strategies. Systemic factors and possible obstacles to successful intervention will also be considered.

Approaches to Teaching and Learning

The unit comprises weekly 7 Workshops (6 whole day ond one half day) which include lectures, practical demonstrations, workshop activities, discussions of case study material, role plays and student presentations.

Assessment

Assessment in this unit is both formative and summative. The formative aspect involves constructive feedback and class discussions that will contribute to the development of your skills across the semester. Summative assessment will consist of a portfolio of exercises, a review paper, a research paper, a class presentation, and a case study report. Specific criteria for each piece of assessment will be discussed in Week 1.

Formative Assessment

The formative aspect of assessment involves the provision of progressive feedback on the portfolio of exercises, as well as class discussions arising from those exercises. The lecturer will also offer feedback and guidance throughout the process of compiling your case study.

Summative Assessment

Assessment name: Research Paper & Poster Pres
Description: You should choose one emotional or behavioural problem from a list of issues including anxiety, depression, conduct/ODD disorder, eating disorders, ADHD, anger management or social skills. The problem should be clearly defined and the literature on the range of effective interventions should be reviewed critically. There should be a specific focus on the role of educational settings and Educational and Developmental Psychology in addressing the issue under study. In researching your topic, you are expected to use a range of methods including searches of the academic and professional literature, access to educational institution policies or discussion papers, and personal contact with appropriate professionals. You will also prepare a brief poster presentation that summarises your review.

Length: 3,000 words
Relates to objectives: 1, 2, 3 & 5.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Week-9

Assessment name: Case Study Intervention
Description: Your case study will report on the implementation and evaluation of an intervention for one individual or group (child, adolescent or adult) with a specific developmental (including emotional or behavioural) problem. The problem and intervention should be carefully described and pre-post measures should be used to evaluate the effectiveness of the intervention. The report should conclude with a reflective analysis that identifies the strengths and weaknesses of your intervention.

Length: 2,000 words
Relates to objectives: 1, 3 & 4.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Week-12

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

A list of recommended readings and resources will be provided by the lecturers at the beginning of the semester.

Risk assessment statement

Students must obtain informed consent from the case study participant, as well as from the parents in the case of a child. It is a requirement that identifying details, such as names, are concealed. Students should consult with the Unit Coordinator if ethical issues arise. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 03-Oct-2012